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School Reform: The Flatworm in a Flat World: From Entropy to Renewal through Indigenous Invention


by Paul E. Heckman & Viki L. Montera - 2009


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Cite This Article as: Teachers College Record Volume 111 Number 5, 2009, p. 1328-1351
https://www.tcrecord.org ID Number: 14689, Date Accessed: 10/1/2020 7:59:14 PM
 
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About the Author
  • Paul Heckman
    University of California, Davis
    PAUL E. HECKMAN has taught at the elementary and secondary levels and served as a middle and senior high school assistant principal. He has also held professorships and administrative positions at the University of Southern Maine, the University of Arizona, and the University of Washington. Currently, he is professor and associate dean in the School of Education at the University of California, Davis. His research interests focus on educational change and invention in urban centers in the United States. These projects are designed to encourage and understand the conditions for educational renewal and invention in schools in the greater Sacramento area and in an after-school program in the City of Los Angeles, LAís BEST. Lessons learned from some of these experiences appear in articles and book chapters, and two books, The Courage to Change: Stories From Successful School Reform and a soon-to-be-published work by Heckman and Montera tentatively entitled Waking Up: The Power of Communities and Their Schools.
  • Viki Montera
    University of California, Davis
    VIKI L. MONTERA has been a part of the education enterprise as a teacher, teachersí union leader and staff member, school principal, and educational reformer. While at the University of Arizona, she directed a long-term reform project in five schools and communities in urban Tucson. From this work grew the process and principles of Indigenous Invention. Her commitment to creating engaging and democratic learning environments for all children and adults drives her work. She is now a faculty member at the University of California, Davis, where she is undertaking the expansion of the School of Educationís undergraduate program, teaching graduate courses on leadership and education reform, and continuing her research and writing about creating powerful learning centers for children, teachers, and families.
 
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